(3) Providing in-service training in the professional field to improve the work of employed vocational teachers.

(4) Conducting follow-up on the work done in teacher-training courses.

(5) Developing instructional material and aids for the use of vocational teachers.

(6) Conducting studies and research dealing with the selection, training, and work of vocational teachers, and work done in vocational courses.

(7) Coordinating the work of the members of the teacher-training staff.

(b) It will not be permissible to use funds under the plan for the cost of instruction of teachers or prospective teachers in any of the following courses:

(1) Technical subject-matter courses. Exception-short intensive courses planned for qualified teachers or supervisors.

(2) Courses conducted to supply occupational experience needed by prospective teachers.

education

(4) Elective professional courses which are non-vocational in nature and are planned to meet the needs of non-vocational teachers.

(c) See § 102.22 for provisions as to prorating salaries when a person is engaged in both reimbursable and non-reimbursable activities. Factors to be taken into consideration in computing the reimbursement that may be allowed on salaries of teacher trainers include: (1) The recognized load in hours per week of a faculty member giving full time to teaching in the institution; (2) the number of hours per week devoted to reimbursable teacher-training courses; and (3) assignments in vocational education, other than classroom instruction.

§ 102.37 Eligibility to enroll in a teacher. training course.

Vocational teacher training may be given only to persons who have adequate vocational experience or contact in the line of work for which they are preparing themselves as teachers, supervisors, or directors, or who are acquiring such experience or contact as a part of their training. This is interpreted as requiring that a person who, at the time of enrollment in a teacher-training course, does not qualify fully with respect to the occupational experience requirements in the State plan for the position for which he is being trained must meet such requirements by the time he has completed the other qualification requirements of the State plan for such position. does not preclude the occasional enrollment in teacher-training courses of school administrators, supervisors, or teacher trainers, who are preparing themselves for responsibility in vocational education. (See also § 102.30.)

This

Teacher training is required to be under the supervision of the State board. The State board is responsible for the designation of the agencies which are to train teachers as well as for the supervision of their teacher-training work. In designating institutions for the teacher-training programs, or in approving such institutions in connection with determining the qualifications of the graduates thereof, the State plan is to establish standards for the facilities, curriculum, and the staffs which are to provide the training. For all programs except trades and industries, the State plan is to include provisions for adequate technical instruction as well as professional education subjects, even though funds are not available for such technical courses. See § 102.69 for special standards governing teacher training in home economics.

§ 102.39 Director of teacher-training.

Funds may be used for a director of teacher training, whose duties are to direct and coordinate teacher training programs in two or more fields of vocational education if the duties and qualifications of such position are set forth in the State plan. As a minimum, such a director must meet the qualifications of a teacher trainer in one of the fields for

which he has responsibilities. See § 102.22 for provisions as to proration of salaries in such cases.

$102.40 Payments to graduate students. ፣ (a) The administrative costs of a teacher-training program may include salaries paid to graduate students for time devoted to clerical or statistical services, provided that:

(1) The pay is not in excess of that which would be paid by the institution to other individuals for such service.

(2) The clerical or statistical service it is not in connection with a problem or study which the individual is doing for college credit or to meet the requirements for a degree.

1

The acts provide for vocational instruction in agriculture, trades and industries, home economics, distributive occupations and the fishery occupations, and in area vocational education programs. Funds may be used for instruction only when it is vocational in nature, as defined in this section, except in the case of part-time general continuation classes (see § 102.74 (c) (3)). To be vocational for the purposes of the acts, instruction must be designed to fit for useful employment, and must be especially and particularly suited to the needs of those engaged or preparing to engage in a particular occupational field. 5 Subjects which are of a general educational nature and not directed toward any specific occupational field would not be considered vocational in this sense.

[24 F.R. 8229, Oct. 9, 1959]
102.42

Salaries of teachers.

(a) Funds may be used for the salaries of vocational teachers meeting the qualifications in the State plan for time spent in activities in their respective fields which are part of the approved vocational program of their school. Such activities may include:

(1) Teaching vocational classes.

(2) Holding conferences of pupils enrolled in vocational classes.

(3) Follow-up activities, at home, on farms, or in places of employment. of pupils enrolled in vocational classes or of former pupils from such classes.

(4) Promoting and organizing classes. (5) Preparing curriculum and teaching materials, teaching, and coordinating vocational classes for youth and adults.

(6) Making studies for the purpose of planning or developing vocational programs.

(7) Supervising the activities of student organizations, recognized in the State plan as a part of the vocational programs.

(8) Working with professional, trade and other occupational groups in the promotion and further development of vocational education.

(b) When vocational teachers teach non-vocational classes or are assigned responsibilities for continuing extracurricular activities, it is necessary that such teachers' salaries be prorated in accordance with § 102.22. This does not mean that such reductions are required merely because a teacher of vocational subjects carries his fair share of over-all non-teaching responsibilities of the school.

§ 102.43 Apprentice teachers.

Funds may be used for the salaries of apprentice teachers (as defined in § 102.1) under the conditions of § 102.42 for regular teachers, and subject to the following conditions:

(a) They shall give full time to the duties of the apprentice-teaching position throughout the period of their apprenticeship, but not less than a quarter of the school year. During such period the apprentice teacher may not enroll in a teacher-training institution for more credit courses, other than the apprentice teaching course, than are allowed regular teachers in the school in which they are employed.

(b) They shall be employees of and their salaries shall be paid by a local board of education and shall be under the immediate supervision of a supervising teacher who is qualified in the special vocational field in which the apprentice teachers are employed.

§ 102.44 Special teacher training expenditure requirement.

Under the Smith-Hughes Act funds may be used for the salaries of teachers of a vocational field only if the State uses

86-096-68-11

the minimum amount (20 percent) available for teacher training in that field. (See § 102.33.) § 102.45

Use of funds for equipment and supplies for vocational instruction.

(a) Under the George-Barden Act funds may be used for the purchase or rental of equipment and supplies for vocational instruction: Provided, however, That under title I, not more than 10 percent of the amount appropriated for each of the fields may be used for the purchase or rental of equipment.

(b) "Equipment or supplies for vocational instruction" means equipment or supplies used by vocational teachers and teacher trainers in instructing, or by their students in learning, in an instructional situation in the classroom, laboratory, shop, or field. It may not include supplies to be made into equipment or products to be sold, or to be used by pupils, teachers, or other persons for individual, family, general school, or business purposes; except that supplies made into equipment for vocational instruction may be considered as equipment for instruction under the same conditions as apply to purchased equipment.

(c) "Equipment", as distinguished from "supplies" shall, for the purposes of this section, mean those items costing more than $10 which may be expected to last with reasonable care and use for more than one year. "Supplies" shall mean all other items meeting the definition in paragraph (b) of this section.

(d) The Federal Government has a continuing interest in the use and disposition of property in the cost of which it has participated (whether purchased with funds derived from Federal grants or matching funds). Whenever such property is sold or no longer used for the purposes permitted under the acts, the Federal Government is to be credited with its share, 50 percent, of the value of the property at that time, the value being determined on the basis of the sale price in the case of a bona fide sale or on the fair value in the case of discontinuance of use or other diversion. In the case of equipment purchased under title III, no accountability with respect to any Federal interest is required after the termination of the Federal-State program established under such title.

(e) Inventories are required to be kept for all equipment in which there is

(a) Enrollment in part-time and evening classes in trade and industrial education and distributive education is limited to persons who are employed.

(b) For the purposes of this section a person is considered employed in a distributive or trade and industrial occupation when he:

(1) Is lawfully employed in such occupation; or has been lawfully employed in such occupation and is temporarily without employment, but has a promise of employment in such occupation; or can give satisfactory evidence of going into business for himself; or is employed by parents who are self-employed; and

(2) Receives the going rate of pay of the business in which he is employed or he participates in the earnings of the business in lieu of a wage or salary. In the latter case, working for a living in a family business without pay will be accepted as satisfactorily meeting the requirement. In order to be considered employed, cooperative part-time students must receive, for the time employed, a monetary wage comparable to that paid other beginning employees or studentlearners performing similar duties.

(c) Employment in a distributive or trade or industrial business does not in itself qualify a person for enrollment; such employment must be in a distributive, trade or industrial occupation, as defined in §§ 102.56 and 102.71.

§ 102.47 Sectional cooperative classes.

Funds may not be used for classes covering more than one vocational field, except that funds may be used for cooperative classes (as defined in § 102.1) enrolling persons employed in either a distributive or trade and industrial occupation, if the State plan shows how the State board will assure itself that:

(a) The teacher-coordinator will meet the qualifications in the State plan for such position in both fields.

(b) Such classes will be organized only:

(1) In schools in communities of 5,000 population or less or

(2) In schools serving communities in which there are too few students and/or work stations available for student placement to justify a separate class in distributive occupations and a separate class in trade and industrial occupations.

(c) Such classes will be divided into two sections for instructional purposes; one consisting of those employed in distributive occupations and the other section consisting of persons employed in trade and industrial occupations.

(d) Each such class operating on a one year basis will meet for at least an average of two periods a day and each such class organized on a two-year basis will meet for at least an average of one period per day.

(e) The funds for the salary and travel of the teacher-coordinator will be prorated equitably between the distributive and trade and industrial funds.

§ 102.48 Age limitations for enrollment.

Under the Smith-Hughes Act and title I of the George-Barden Act funds may be used only for such vocational education as is designed to meet the needs of persons over 14 years of age. Since this requirement is in terms of the age level for which the education is "designed," it is interpreted to permit enrollment in classes under the plan of persons who have attained a 9th grade status as well as those who have attained the age of 14. See the relevant sections of this part for the age requirements for particular types of classes.

[24 F.R. 8230, Oct. 9, 1959]

(a) Under the George-Barden Act, supervisory functions may include supervision by the vocational agriculture teachers of the activities related to vocational education in agriculture, of the Future Farmers of America and the New Farmers of America.

(b) The organization of State groups in this and other vocational fields is left to the determination of the State board. AGRICULTURAL EDUCATION

§ 102.52 Vocational education in agriculture.

(a) Vocational education in agriculture under the State plan is to be designed to meet the needs of persons over 14 years of age who have entered upon or are preparing to enter upon the work of the farm or farm home.

(b) This training may be provided in: (1) Day classes for in-school youth who are preparing for farming;

(2) Young farmer classes for out-ofschool youth who are establishing themselves in farming, and;

(3) Adult farmer classes for those who are improving their proficiency in farming.

§ 102.53 Supervised practice.

(a) Schools must provide for at least six months of directed or supervised practice in agriculture each year on a farm, for all persons enrolled.

(b) In addition to the general rules for the use of funds, § 102.54 applies to vocational education in agriculture. § 102.54 Plan requirements for agricultural education.

The State plan is required to describe how the statutory provisions and the following essential characteristics of the program are to be met:

(a) The instruction deals with practical farm problems of those enrolled and is sufficiently flexible to adjust to the types of farming in the community that the program serves.

(b) The nature and content of the instruction is based on the farming programs (directed or supervised farm practice) of the individuals enrolled.

(c) Provision is to be made to assure that the directed or supervised practice is on a farm and is adequently supervised by the local teacher of vocational agriculture.

(d) Facilities are adequate to provide the kind of instructional program needed.

(e) Sufficient time for instruction is provided to allow for:

(1) Classroom, laboratory, shop and field instruction in all applicable aspects of the training program.

(2) Class sessions of such length as to provide for effective teaching and learning.

(3) Programs of sufficient duration to provide for the development of abilities and skills needed for success in farming: Programs for day students enrolled in the secondary school to be provided for not less than two years; programs for young and/or adult farmer classes to be provided for not less than 10 meetings and a total of not less than 20 clock hours of group instruction for each class during any one year.

§ 102.55

DISTRIBUTIVE EDUCATION

Vocational education in distributive occupations.

Vocational education in distributive occupations under the State plan is for persons over 16 years of age who are employed in such occupations. In addition to the general conditions for the expenditure of funds, §§ 102.56 to 102.63 apply to distributive education. (See § 102.46 for the meaning of employment.)

§ 102.56 Distributive occupations defined.

Distributive occupations are those followed by proprietors, managers, or employees engaged primarily in marketing or merchandising goods or services. Such occupations may be found in various business establishments, including, without being limited to, retailing, wholesaling, manufacturing, storing, transporting, financing, and risk bearing. Distributive occupations do not include trade, industrial, or office occupations. § 102.57 jects. Vocational education in distributive occupations for which funds may be expended may include subjects which contribute directly to increasing the

Distributive occupations sub

knowledge, skill and ability of persons employed in a distributive occupation. This may include subjects designed to train persons employed in a distributive occupation for changing to a related kind of work in another distributive occupation or for promotion to distributive positions of a higher level.

§ 102.58 Plan requirements for distributive education.

(a) The State plan is to describe how the plan requirements set forth in the acts for distributive education are to be met. (b) Distributive education funds may be expended only for part-time and evening classes, under the same conditions as apply to such classes for trades and industries under the Smith-Hughes Act, except as qualified by the GeorgeBarden Act.

§ 102.59 Nature of instruction.

Courses are to contain subject matter needed in one or several distributive occupations and may be taught to classes composed of workers from one or several such occupations. Classes composed of workers employed in distributive occupations and workers employed in other occupations or persons who are not employed may not be reimbursed under the plan except as provided in § 102.47.

§ 102.60 Part-time classes.

(a) Part-time classes are those conducted during the working hours of the enrollees. Persons enrolled in such classes must be employed in distributive occupations. Such classes are of the following types:

(1) Classes for persons at least 16 years of age who have left the full-time school.

(2) Cooperative classes conducted on a school and employment schedule which combine vocational instruction with regular on the job training in the distributive occupational field in which the trainee expects to become a full-time worker. The class must be organized through voluntary cooperative agreements (preferably in writing) between the schools and employers, which provide for legal employment of the students, an organized program of training on the job, and the supplemental vocational instruction in school.

(b) Provision must be made for adequate coordination and supervision of the program, and sufficient time must be provided for a coordinator to visit employers and student-learners on the job.